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Study Guide Table of Contents 1 Study Guide Table of Contents Session 1: Introduction 3 Session 2: Expressions of Faith 7 There is that of God in everyone. 8 There is no end to divine revelation. 9 Query and Listening Spiritually (10 to 15 minutes). 10 There is heaven on earth. 12 Session 3: Quaker Faith Expressions 14 1.2 George Fox, 1647 14 Faith expressions 16 Resources consulted for this session 19 Session 4: Quaker Worship 20 Who is it we are Meeting? 21 AFTERTHOUGHTS. Read later for reflection. 25 Resources 25 Session 5: (Meeting for Worship for Business) 26 A. Meeting for Worship with attention to business: 26 B. Participation in Meeting for Worship for Business: 27 C. Beyond the Monthly Meeting 28 Resources 29 Session 6: Quaker Testimonies 30 A. Overview of Session 30 B. What are testimonies? 31 C. The Testimony of Simplicity 32 D. Peace Testimony 33 E. Integrity Testimony 35 F. Equality 36 G. Testimonies Unity with creation 37 H. Quaker processes to discern concerns and leadings regarding testimonies 37 Session 7: Quaker Advices and Queries 41 2 A Quaker Study Guide of the Canadian Book Faith and Practice ​ The handouts, notes, and audio links in this study guide were used in four monthly study sessions hosted in the spring of 2016 by the Committees of Outreach and Education and the Ministry and Council of the Victoria Friends. The purpose of the study sessions was to explore the experiential understanding of Quaker faith and practice, as presented in the foundational book Faith and Practice of the Canadian Yearly Meeting of the Religious Society of Friends, ​ ​ first published in 2011. Participants were asked to read chapters of the Canadian Faith and Practice relevant to a ​ ​ session. The study sessions concentrated on Chapters One, Three, Four, and Six of Faith and ​ Practice, while encouraging participants to explore the remaining Chapters Two and Five on ​ their own. Authors These educational materials were prepared by Marjory Reitsma-Street, with assistance of Gale Wills and Catherine Novak, all Friends living in Victoria, B.C. Marjory and Gale have doctorates from the University of Toronto, and are retired Professors in Social Work. Gale has served as clerk in local and national Quaker committees, while Marjory has concentrated on music and other service close to home. Catherine is currently on the Canadian Yearly Meeting Publications and Communications Committee; in addition to mothering, she is working in digital marketing and communications, having recently completed a Masters in Interdisciplinary Studies, blending on Learning and Technology with Communications and Leadership. Their work has been adapted as an online course by David Summerhays of Montreal meeting, in collaboration with the authors. Version 2.1 3 Session 1: Introduction 1. Worship (~8 minutes) 2. Topic Summary (< 2 minutes): A review of our beloved Canadian Faith & Practice (See above), particularly chapter 1, 3, 4, and and Advices & Queries (6) 3. Welcome and Introductions - Participants introduce themselves (starting with the facilitator!), giving their names, meeting, and responding to the following questions (15 minutes) a. How familiar are you with Quakerism? b. What do you most want from this course? c. Are there particular aspects you’d like to cover? Anything you’d like to discuss? 4. Ground rules—these are all suggestions, can be modified, other aspects can be added (15 minutes) a. Duration—six or seven meetings, two hours maximum per meeting, probably between 1.5-2 hours per Meeting for Learning. 4 b. Floor—Who has the floor? The goal is to experience rich, spontaneous yet orderly conversation despite being on the phone. Decide between two traditional Quaker methods for determining whose turn it is to speak: Worship Sharing (also known as popcorn-style, not to be confused with a popcorn meeting!) or Claremont Dialog (going in a circle—David Summerhays recommends this method. If popcorn-style, which is fine, note that everyone must ensure that people speak no more than once per round) c. Interrupting i. Let us use great restraint and discernment around interrupting, but interrupting especially makes sense if there are concerns about: 1. Safety (physical or emotional) 2. Time constraints 3. Technical difficulties (e.g. can’t hear) 4. Following a necessary order of discussion (e.g. agreeing on ground rules before launching into potentially sensitive subjects). 5. Regrounding the conversation in worship and purpose, 6. Clarification if this is crucially needed a. Let us use particular restraint around interrupting to clarify. Here are some queries to consider: i. Might the person clarify soon? ii. Can we wait until s/he’s finished speaking or even later in the day or week? iii. Might we understand later upon reflection? iv. Is the clarification really at the core of what the person wishes to say (from what you can tell)? b. Let’s ask each other lots of questions and, don’t get me wrong, there are certainly times when interrupting to clarify is justified. I’m simply inviting us to focus on what is most essential, which may in certain moments require us to let go of a noble desire to understand everything. d. Kindness—Because we’re learning, it’s important to create an environment where we are kind to each other AND to ourselves. ​ ​ i. We can fear seeming like (or being) a “bad Quaker,” whatever that means to us. ii. Perhaps it is helpful to remind ourselves that in everything we do we are setting an example for everyone in the course. I believe that however we ​ ​ behave makes it more likely that others will behave the same way. e. Confidentiality—Discuss with the group: how far will information travel? (I suggest agreeing as a group to generally anonymous stories about others, and 5 taking great care and precaution with what we share about the course with others). f. Anything else anyone would like to ask the facilitator or the group in order to feel at our best? g. We will return to these ground rules, if only to ask if there needs to be any revisiting of them, at the beginning of at least the first three meetings for learning. (I suggest revisiting the ground rules every meeting, if only to ask if anyone has any comments: it only takes a moment and, in my experience, it’s easier to tweak a problem with the ground rules than mop up conflict later in the discussion!) i. The facilitator should ideally offer to be available to e-mail or speak on the phone in between Meetings for Learning about any concerns, questions, pits in the stomach, or anything that felt uneasy. 5. Spiritual background (interesting discussion but also crucial important for creating a safer space!) (25 minutes) a. Ask Friends to discuss our spiritual background (starting with the facilitator!). b. This means answering three questions: i. What religion were you raised in (e.g. atheist) ii. Do you have a spiritual practice now and from what tradition (e.g. I do a Zen meditation every morning) iii. Which traditional or not-so-traditional religious language is closest to your heart (e.g. Christian language, paganism). c. If the group were to fully answer this question in writing, collectively we would fill a library! So encourage Friends to keep the answers a little brief. Interruption may be necessary because it’s easy to ramble with this kind of question. d. Then, based on what participants have shared, ask if there are particularly painful, sensitive spots for Friends, e.g. if someone talks about “sin” it may bring up very unpleasant memories for some. ​ ​ e. Talk about listening in tongues (hearing the Spirit through people’s words (note: even the symbol “the Spirit” may be lost on some. Be careful to unpack jargon! The symbol “Spirit”, for instance, returns often in the rest of the course)) i. Note: Listening spiritually is a key Quaker practice, that can be practised anywhere, with anyone. It takes practise and attention, and yet one is always a beginner. Begin in silence, waiting for discernment. Listen deeply to yourself and the other person, especially to where words come from, and to that which is eternal. Avoid making judgments, positive or negative, and keep words confidential. If you write in your journal or speak later with others about what you heard and learned, say “A Friend says ” … 6 f. Upon hearing the spiritual backgrounds of everyone, does everyone have “translations” for key words that might be used by participants? i. For instance, if there’s a Christian Quaker who may talk about “Christ-consciousness,” how can a non-theist friend translate that so that it resonates? ii. Make sure everyone has translations for key words that are important to folks, e.g. Christ, God, Spirit, spirit guide, prayer 1. This course at times makes heavy use of God/Spirit language, so be ready iii. The goal is to prepare everyone to speak from the heart and have it resonate in everyone’s hearts. 6. Closing (Questions, Homework, Check-out) (5 minutes) a. Homework for next time: Read Chapter One of Canadian Faith and Practice, especially relevant excerpts typed out and read by Catherine Novak. Click on link ​ below: https://soundcloud.com/catherine-novak/quaker-faith-and-practice-readings-we ek-1 Also, be aware that the homework for the rest of the sessions is to contact ​ at least one member of the course with a thought, a thank you, a resource they might like, or just to say hi and check in. Feel free to start early! Building these kinds of ties is very important for the success of this course. b.
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